Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
This paper describes the author’s learning experience as the instructor of record for a junior-level flight dynamics class for three semesters during his PhD studies at the Department of Aerospace Engineering at Texas A&M University, College Station. This experience is extremely valuable to prepare for a career in academia. The author did not come from an undergraduate background in aerospace, so to prepare for teaching the course he learned the material by taking the flight dynamics class in Spring 2015 and grading for it in Fall 2015. The first two semesters of teaching were part of the Graduate Teaching Fellows program hosted by the College of Engineering. The class size was a small section of nine students in the Spring of 2016 and increased to 66 in the Fall of 2016. In the Fall of 2017 the author taught a section of 32 students as a Graduate Assistant Lecturer of the department. This paper demonstrates how the author implemented the theory of integrated course design in his teaching practice. A list of situational factors related to the course context, student background and instructor background is presented. It is shown how the situational factors led to the choices of the learning outcomes, assessments and teaching strategies. How students responded to these choices and how those responses were used to teach the course better are explained. From student performance and feedback it can be concluded that students were able to demonstrate effective learning of the intended outcomes as each semester progressed. Moreover, student responses indicated that they enjoyed the process of learning through the different activities planned for the course.
Saha, D. (2018, June), Teaching an Undergraduate Flight Dynamics Class for Three Semesters During PhD Studies to Prepare for an Academic Career Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31047
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